Sleep-Wake Cycle of Adolescents in Côte d'Ivoire: Influence of Age, Gender, Religion and Occupation

Borchers, Claudia; Randler, Christoph

doi:10.3109/07420528.2012.741173

Cited by 18 publications

(10 citation statements)

References 44 publications

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“…Studies on effects of gender and age on sleep problems in children were scanty and the results were not consistent. There were evidences that sleep problems showed age or/and gender differences [44], but a recent study in Italian children suggested that no age and gender differences were observed in sleep problems [45]. Our study demonstrated that sleep problems of parasomnia and sleep-disordered breathing were higher prevalent in boys than in girls, wh ile sleep an xiety was higher p revalent in girls than in boys.…”

Section: Sleep Problemscontrasting

confidence: 44%

Sleep Patterns, Sleep Problems and Associations with Reported Sleep Quality in Chinese School-Aged Children

Zhang¹,

Chen²,

Jin³

et al. 2013

AJPHR

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Sleep plays a key role not only in children's physical growth, behavior, and emotional development, but also in cognitive functioning. The present study was designed to survey the sleep characteristics and to examine the associations between sleep characteristics and child-reported sleep quality in urban school-aged children of China. A random sample of 19,299 children aged 5.08 to 11.99 years old, 49.7% boys and 50.3% girls with a mean age of 9.00 years old, participated in a cross-sectional survey which was conducted in 8 cities of China. A parentadministered questionnaire and the Chinese version of the Children's Sleep Habits Questionnaire were co mpleted to quantify family and personal information and to characterize sleep behaviors. The mean sleep duration was 9.17h (SD=0.80) on weekdays and 9.80h (SD=1.06) at weekends. Sleep problems were commonly existed with a relatively high prevalence ranging from 14.5% for sleep-disordered breathing to 75.3% for daytime sleepiness. There were significant gender and age differences existed in sleep problems. Various kinds of sleep problems and unhealthy sleep patterns were associated with poor sleep quality in Chinese school-aged children. The mean sleep duration was less than the recommended 10 hours per day for school-aged children. Sleep problems were commonly existed, which was beyond our expectation. Sleep problems and unhealthy sleep patterns were harmful to children's sleep quality. A longitudinal study is needed to investigate the trends of sleep behaviors and the relative factors including personal lifestyle, family and social environment so as to intervene and improve children's sleep quality.

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Section: Sleep Problemscontrasting

confidence: 44%

Sleep Patterns, Sleep Problems and Associations with Reported Sleep Quality in Chinese School-Aged Children

Zhang¹,

Chen²,

Jin³

et al. 2013

AJPHR

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“…Circadian typology (chronotype) is another influence on sleep habits, because individuals show variability in their sleep–wake timing preferences 11. These differences are partly innate, but are also shaped by environmental factors, such as daily light exposure (both natural and artificial), and may also be influenced by the seasonal photoperiod and the longitude and latitude of residence 12,13. Late chronotypes are at highest risk of sleep curtailment and disturbance, due to misalignment between their social and biological time 14.…”

Section: Introductionmentioning

confidence: 99%

Predictors of poor sleep quality among Lebanese university students: association between evening typology, lifestyle behaviors, and sleep habits

Kabrita

Hajjar-Muça

Duffy

2014

NSS

119

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Adequate, good night sleep is fundamental to well-being and is known to be influenced by myriad biological and environmental factors. Given the unavailability of sleep data about Lebanon, the cultural shifts and socioeconomic pressures that have affected many aspects of society, particularly for students and working adults, as well as our understanding of sleep in university students in other countries, we conducted a national study to assess sleep quality and factors contributing to sleep and general health in a culture-specific context. A self-filled questionnaire, inquiring about sociodemographics, health-risk behaviors, personal health, and evaluating sleep quality and chronotype using standard scales was completed by 540 students at private and public universities in Lebanon. Overall, they reported sleeping 7.95±1.34 hours per night, although 12.3% reported sleeping <6.5 hours and more than half scored in the poor-sleeper category on the Pittsburgh Sleep Quality Index (PSQI). Sleep timing differed markedly between weekdays and weekends, with bedtimes and wake-up times delayed by 1.51 and 2.43 hours, respectively, on weekends. While most scored in the “neither type” category on the Morningness–Eveningness Questionnaire (MEQ), 24.5% were evening types and 7.3% were morning types. MEQ score was significantly correlated with smoking behavior and daily study onset, as well as with PSQI score, with eveningness associated with greater number of cigarettes, later study times, and poor sleep. We conclude that the prevalence of poor sleep quality among Lebanese university students is associated with reduced sleep duration and shifts in sleep timing between weekdays and weekends, especially among evening types. While chronotype and certain behavioral choices interact to affect sleep dimensions and quality, raising awareness about the importance of obtaining adequate nighttime sleep on daily performance and avoiding risky behaviors may help Lebanese students make better choices in school and work schedules.

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“…This situation is not very different when it comes to children, whose typical school times and extracurricular activities reduce opportunities for daytime naps that are common among preschoolers. Furthermore, inadequate sleep in children has been related to attention deficits, irritability, emotional fragility and frustration (Dahl, 1996; Belísio et al, 2010). Changes in the sleep-wake cycle are thought to jeopardize school learning in two ways: they reduce the capacity for new learning, and impair the consolidation of what has already been learned (Louzada et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Naps in school can enhance the duration of declarative memories learned by adolescents

Lemos¹,

Weissheimer²,

Ribeiro³

2014

Front. Syst. Neurosci.

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Sleep helps the consolidation of declarative memories in the laboratory, but the pro-mnemonic effect of daytime naps in schools is yet to be fully characterized. While a few studies indicate that sleep can indeed benefit school learning, it remains unclear how best to use it. Here we set out to evaluate the influence of daytime naps on the duration of declarative memories learned in school by students of 10–15 years old. A total of 584 students from 6th grade were investigated. Students within a regular classroom were exposed to a 15-min lecture on new declarative contents, absent from the standard curriculum for this age group. The students were then randomly sorted into nap and non-nap groups. Students in the nap group were conducted to a quiet room with mats, received sleep masks and were invited to sleep. At the same time, students in the non-nap group attended regular school classes given by their usual teacher (Experiment I), or English classes given by another experimenter (Experiment II). These 2 versions of the study differed in a number of ways. In Experiment I (n = 371), students were pre-tested on lecture-related contents before the lecture, were invited to nap for up to 2 h, and after 1, 2, or 5 days received surprise tests with similar content but different wording and question order. In Experiment II (n = 213), students were invited to nap for up to 50 min (duration of a regular class); surprise tests were applied immediately after the lecture, and repeated after 5, 30, or 110 days. Experiment I showed a significant ~10% gain in test scores for both nap and non-nap groups 1 day after learning, in comparison with pre-test scores. This gain was sustained in the nap group after 2 and 5 days, but in the non-nap group it decayed completely after 5 days. In Experiment II, the nap group showed significantly higher scores than the non-nap group at all times tested, thus precluding specific conclusions. The results suggest that sleep can be used to enhance the duration of memory contents learned in school.

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Sleep-Wake Cycle of Adolescents in Côte d'Ivoire: Influence of Age, Gender, Religion and Occupation

Cited by 18 publications

References 44 publications

Sleep Patterns, Sleep Problems and Associations with Reported Sleep Quality in Chinese School-Aged Children

Sleep Patterns, Sleep Problems and Associations with Reported Sleep Quality in Chinese School-Aged Children

Predictors of poor sleep quality among Lebanese university students: association between evening typology, lifestyle behaviors, and sleep habits

Naps in school can enhance the duration of declarative memories learned by adolescents

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